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Moving Beyond the Margins: A Phenomenological Study of Elementary Social Studies Teachers Incorporating Historically Marginalized Perspectives

Artinger, Jocelyn VanStory (2024) Moving Beyond the Margins: A Phenomenological Study of Elementary Social Studies Teachers Incorporating Historically Marginalized Perspectives. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Abstract

Schools, and subsequently teachers, have found themselves at the center of the nation’s most recent “culture war.” Vitriol over the honest teaching of social studies has been discussed in school board races, state legislatures, national media conversations, and presidential politics.
Despite book bans, state laws, political rhetoric, pushback from families, inconsistent district support, and inadequate resources, there are teachers moving beyond these barriers to include multiple perspectives in their elementary social studies classrooms.

This study sought to understand the essence of what it means to be an elementary social
studies teacher attempting to teach inclusive social studies and incorporate perspectives beyond the master narrative in predominantly white, suburban schools. Much of the literature focuses on middle or high school teachers expanding their curriculum. In contrast, this paper details the experiences of elementary teachers, the unique barriers they face, and their work to overcome those barriers to present their students with a rich, full telling of history.

Through purposeful and criterion sampling, I recruited and interviewed six educators working in four predominantly white, suburban, high-performing school districts in two states, who attempt to incorporate marginalized perspectives into the elementary social studies curriculum. All semi-structured interviews occurred individually, virtually, using the Zoom platform. Interview protocols were used consistently in each interview; however, follow-up questions were asked for clarity on a case-by-case basis to allow for a deeper understanding of each educator’s experience.

The research approach was grounded in hermeneutic phenomenology, which captures the essence of the participants’ experience and allows the researcher to analyze, interpret, and make meaning of those experiences without suspension of their own personal beliefs or experiences.

A review of the findings demonstrate that district support is paramount to sustaining change for teachers moving towards more inclusive social studies classrooms; racial and
historical literacy professional development is critical; and updated curriculum resources that already incorporate more perspectives and support the development of teachers’ background knowledge are necessary.


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Details

Item Type: University of Pittsburgh ETD
Status: Unpublished
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Artinger, Jocelyn VanStoryjva6@pitt.edujva6
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairRobertson, RachelRACHELR@pitt.eduRACHELR0000-0002-9777-4875
Committee MemberDemoiny, Sarasbd0026@auburn.edu
Committee MemberOsai, Esoheesohe.osai@pitt.eduesohe.osai
Date: 8 July 2024
Date Type: Publication
Defense Date: 21 March 2024
Approval Date: 8 July 2024
Submission Date: 28 May 2024
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 136
Institution: University of Pittsburgh
Schools and Programs: School of Education > Administrative and Policy Studies
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: Elementary Social Studies, Culturally Responsive Education, Inclusive Social Studies, Multiple Perspectives in Social Studies Education
Date Deposited: 08 Jul 2024 17:34
Last Modified: 08 Jul 2024 17:34
URI: http://d-scholarship.pitt.edu/id/eprint/46439

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